Internationally minded child centered curriculum with learning materials and developmental tables to foster a play based development of socio-emotional, intercultural and communicative competencies and metalinguistic awareness. Erasmus Project

General information for the Internationally minded child centered curriculum with learning materials and developmental tables to foster a play based development of socio-emotional, intercultural and communicative competencies and metalinguistic awareness. Erasmus Project

Internationally minded child centered curriculum with learning materials and developmental tables to foster a play based development of socio-emotional, intercultural and communicative competencies and metalinguistic awareness. Erasmus Project
July 7, 2020 12:00 am
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Project Title

Internationally minded child centered curriculum with learning materials and developmental tables to foster a play based development of socio-emotional, intercultural and communicative competencies and metalinguistic awareness.

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for school education

Project Call Year

This project’s Call Year is 2017

Project Topics

This project is related with these Project Topics: Teaching and learning of foreign languages; Migrants’ issues; New innovative curricula/educational methods/development of training courses

Project Summary

We aim to provide an internationally minded child-centred curriculum for children 11-72 months in a mind-set where the language of instruction might not be the language spoken at home and the culture the kindergarten is based in might not be the culture loved at home.
At the end of the project we would like to have a Handbook, materials, videos as well as a chart to work with milestones of non-monolingual children.
When we were looking at curriculas all over Europe and even the English speaking world we could not find a curriculum tailored to the need of children from age 1-3 who are joining a nursery with different home cultures and languages. Some children and families might even be exposed first time to the nurseries home culture and have a huge adjusting process to work on during a highly stressful time of family life. Developmental milestones adjusted to non-monolingual children
As we aim to provide parents with an honest feedback about their children’s development we often find it hard to relate on milestones evaluated with non-monolingual children. There is no development table out so far which tackles the issue of a slower language development, if you are immersed to two languages. With a research we want to create a rooster other nurseries can work with.

Children joining our kindergarten from a monolingual environment who already started to speak age 18 months – 72 months are very puzzled and sometimes frustrated when they join the nursery as they are used to express themselves verbally. Cognitively they don´t yet understand what is going on and therefore sometimes get frustrated and worst case scenario traumatized.
Therefore we would like to develop visuals and a core set of visuals and sign language and role-model videos for simple instructions and emotions.

In the phase of such a young child adjusting to another culture and language peer education and parent involvement is an important factor. In the Handbook we will explain factors how a successful settling in phase related to bonding theory can be done and what the cultural hesitations might be of some exemplary cultures.
We would also like to show examples of good integration of parents and outside nursery play dates with peers to foster the child’s role model learning of the new situation.

Children who do not understand but can listen and will learn the languages they are exposed to need a certain kind of language of instruction, such as repetition of exactly the same sentences, body language and slow speaking.

In order to build a profound relationship which allows a secure learning of the additional language a phase were the child is allowed to build a strong relationship to the career is highly recommended. However this very German approach often leads to challenges when international mind-sets come in. In the handbook we will describe certain expectations of some cultures and how to take those into account with a focus on the individual child.

We aim to provide a child centred curriculum with regards to an internationally mindedness in a certain home culture which can easily be replaced. The curriculum should be language driven, so a quick language acquisition could be done.

EU Grant (Eur)

Funding of the project from EU: 277165 Eur

Project Coordinator

Berlin Cosmopolitan School & Country: DE

Project Partners

  • Lóczy Alapítvány a Gyermekekért
  • CENTRO DE ENSENANZA UNIVERSITARIA SEK SA
  • International Childcare and Education Centre Play ‘n’ Learn OY